Why Harvard Graduates Can’t Explain the Seasons — and Still Succeed

In my previous post, I wrote about misconceptions in science and mentioned a film, A Private Universe. In that film, Harvard graduates on commencement day are asked two simple science questions: Why is it warmer in summer than in winter? and Why does the moon change shape?

Surprisingly, the vast majority — 93% — get them wrong.

They confidently explained seasons as the Earth being closer to the Sun in summer and farther away in winter. And the phases of the Moon as the Earth’s shadow on it. These are misconceptions most of us should have left behind by middle school.

I have shown A Private Universe in lots of workshops, and the response is predictable: “This proves we need better STEM education.” Yes, that's true. But let’s be honest — those Harvard graduates are going to be just fine and will go on to build successful careers. Why? Because what drives “success” in society is shaped by more than just subject knowledge. Factors like access, privilege, networks, and opportunity often matter as much as — if not more than — how well you can explain the effect of the tilt of the Earth’s axis.

Meanwhile, a community college student who deeply understands the science of seasons may never have the same doors opened. That’s the uncomfortable truth: knowledge matters, but opportunity matters more.

This is why I push back when people talk about STEM as the silver bullet for our future. Sure, we should teach science better. Yes, inquiry and critical thinking are vital. But let’s not kid ourselves: structural inequalities — not just education gaps — has a huge impact on who thrives and who struggles.

Improving classrooms is necessary. Pretending it’s sufficient is a convenient myth.